Fourth and Fifth Graders Representing the Argument Structure in Written Texts

By Marilyn J. Chambliss, K. Murphy. 2002

77 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/5c1f92acb6d064404726f72d899538fefdc4b024

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In Developmental and Educational Psychology

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Citations in the corpus

An intervention to improve comprehension of cause/effect through expository text structure instruction. (2014, background): “Of course, these young children still have a considerable way to go (Chambliss & Murphy, 2002).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “…question approach is also applicable to text-based argumentation, in which students read and critique written arguments or write essays (see, e.g., Chambliss & Murphy, 2002), as well as to an informal discussion-based approach, as exemplified by Anderson et al.’s (2001) collaborative reasoning…”
Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing (2010, background): “An analytic framework of historical thinking (cf. Collingwood, 1943; Hexter, 1971; Mink, 1987; Shemilt, 1983; Wineburg, 2001) and argument structure (cf. Chambliss & Murphy, 2002; Lunsford & Ruszkiewicz, 2001; Toulmin, 1958) guided the analysis of student responses to the DBQ.”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “For instance, Chambliss and Murphy (2002) examined the extent to which fourth- and fifth-grade children are able to recover the global argument structure of a short text, and these researchers found a variety of levels of ability, from children who reduce their mental representation of the text to…”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “Arguments can be represented by an argument schema (Britt & Larson, 2003; Chambliss, 1995; Chambliss & Murphy, 2002; M. Larson, Britt, & Larson, 2004).”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “In another study, when fourth and fifth graders were asked to respond to an argumentative text, they could infer the gist of it, but most were not able to apply an argumentative structure for representing their understanding of the text (Chambliss & Murphy, 2002).”
Teaching and Learning Argumentation (2007, methodology): “The concept of a schema has been employed previously in research on argumentation and reasoning (Bereiter & Scardamalia, 1982; Chambliss & Murphy, 2002; Cheng & Holyoak, 1985; van Eemeren, Grootendorst, & Henkenmans, 1996; Walton, 1996b).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, methodology): “…been applied to argumentation by educational researchers has been a philosophic model developed by Stephen Toulmin (see, e.g., Bell & Linn, 2000; Chambliss & Murphy, 2002; Erduran, Simon, & Osborne, 2004; Kelly, Drunker, & Chen, 1998; McNeil & Krajcik, 2009; Toth, Suthers, & Lesgold, 2002;…”
DISFLUENCIES IN COMPREHENDING ARGUMENTATIVE TEXTS (2004, background): “Two studies have looked directly at high-school ( Chambliss, 1995 ) and grade school students' ( Chambliss & Murphy, 2002 ) use of argument schemas to guide argument comprehension.”
Investigating Instruction for Improving Revision of Argumentative Essays (2011, background): “Chambliss (1995; Chambliss & Murphy, 2002) argues that students do not receive enough practice writing arguments, nor do the textbooks that they use contain arguments as a genre.”